Awero team

From Training to Recognition: Advancing the Competences of Youth Workers and Trainers

2 Sep, 13:08

From September 1st to 4th, 2024, the Awero team hosted a crucial partner meeting as part of our Erasmus+ Accreditation project, which is focused on developing and recognising the competencies of youth workers and trainers. This meeting marked an important milestone as we reflected on our progress, celebrated our achievements and discussed ways forward.
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Achievements So Far: A Collective EffortSince autumn 2023, we have successfully organised two international training courses for youth workers and two for trainers. Altogether, the training brought more than 100 participants eager to enhance their skills in designing programmes, facilitating learning, and strengthening digital competencies.
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Our extensive partnership network—comprising 30 organisations from 18 countries, including Cities of Learning Network members, national youth workers’ associations, and international training organisations—has been instrumental in promoting these courses and recruiting participants. With more than 1,000 applications received across four courses, the enthusiasm and demand for quality training in youth work have been overwhelming.
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However, with only 24 places available per course, selecting participants has been challenging. The most rewarding aspect has been witnessing participants return for multiple courses, reflecting their commitment to continuous professional development.
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Key discussions with partners: enhancing reach and impactDuring our meeting, we focused on refining our approaches to recruitment and participation:
Broadening our reach: How can we more effectively engage those working in youth organisations and delivering training activities? We aim to explore strategies to connect with an even broader audience and ensure diverse participation.
Balancing participant profiles: How can we better balance the profiles of participants? Ensuring a mix of experience levels and backgrounds will enrich the learning environment.
Supporting non-selected participants: How can we offer valuable opportunities to those not selected for the courses? We are considering alternative pathways to engage and support their professional growth.
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Needs assessment and programme design: tailoring training to real needsOur approach to programme design is deeply rooted in understanding and responding to the specific needs of youth workers and trainers.
Assessing needs: We start by gathering input from our partners on their priorities for training competencies, aligning these with the ETS Competence Models. Participants are then asked to identify their personal and professional development goals, which helps us tailor the course content.
Customising content: Before the training begins, participants complete a self-assessment using the ETS Competence Areas available on platforms like Youth Work Pathways or Trainers Appraisal. This allows them to pinpoint areas for growth and helps our training teams design sessions that directly address these needs.
Adaptive learning: Daily reflections and feedback sessions enable participants to voice their evolving needs throughout the training. Our trainers are committed to adapting the programme in real time, ensuring the learning experience remains relevant and impactful.
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Our post-course evaluations have shown that 85% of participants felt their learning needs were entirely or primarily met—a testament to the effectiveness of this needs-driven approach.
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"The best course I've ever experienced! I've learned so much and gained confidence and support from my peers. And in the end, I'm leaving with many ideas and a project ready to be accomplished!" a participant in a youth workers training on programme design.
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Assessing and Recognising Competences: Building Recognition LiteraciesA cornerstone of our project is fostering a culture of self-assessment and recognition among youth workers and trainers.
Structured self-assessment: Participants engage in self-assessment before and after training, using tools like the ETS Competence Models and 360-degree assessments. This reflective practice is key to personal and professional growth.
Peer support and recognition: At the end of each day, participants gather in peer groups to reflect on their learning experiences. They can also claim digital Open Badges and those who meet the criteria will receive badge-based certificates. Each participant also receives a Youthpass certificate, enriched with individual reflections on their learning outcomes.
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We have observed that participants with prior experience in youth work and training are more inclined to actively pursue recognition, underlining the importance of building recognition literacies. Some participants, especially in regions with less formalized systems, struggle to see the immediate benefits of certification. Trainers now emphasise the long-term value of certificates for career growth, mobility, and advocacy for professional recognition.
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In our meeting, we discussed on:
Enhancing motivation: How can we increase participants’ commitment to self-assessment and recognition? We aim to identify strategies to support and motivate participants to fully engage in these processes.
Exploring external validation: Should we pursue external validation for the training outcomes? We will discuss how to secure the necessary resources for external assessment and explore partnerships with formal education institutions for issuing micro-credentials.
Youth work recognition systems vary widely across Europe, and formal accreditation frameworks are still in development in some countries. To address this, the project provides country-specific guidance to help participants understand how to leverage their certificates effectively within their local systems.
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Advancing Recognition and Certification: A Holistic ApproachOne of the project’s key milestones has been the introduction of badge-enhanced certificates that include clear learning outcomes, the duration of training, and trainer qualifications. These certificates provide participants with concrete evidence of their achievements, which can be used to build professional portfolios, advocate for recognition in their home countries, and access international opportunities.
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Beyond the mobility activities, our partners are committed to enhancing the recognition of European youth workers and trainers.
Understanding recognition realities: We are investigating the recognition landscapes at both national and European levels, translating ETS Competence Models and open educational resources to make them more accessible to those working locally.
Engaging stakeholders: We actively collaborate with European-level stakeholders, such as the SALTO Training and Cooperation Resource Centre and the EU-CoE Youth Partnership, as well as national entities like Youth Departments and Erasmus+ National Agencies. We aim to contribute to recognising and certifying youth workers and trainers, ensuring their competencies are acknowledged and valued.
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However, our experience reveals that while youth worker recognition is progressing, trainer recognition remains underdeveloped, particularly at the national level. We recognise the need to approach recognition holistically, supporting developments at all levels—self-recognition, social, formal, and political.
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Key points for discussion included:
Translating international learning to local impact: How can we support the transfer of learning outcomes from international training courses into local and national systems? We will explore ways to bridge the gap between international and local recognition.
Maximising resources for recognition: With a limited budget, how can we allocate more resources to recognition efforts? We will brainstorm solutions to enhance our work's impact within the constraints of the Accreditation budget.
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Looking ahead: building a stronger future togetherA recent partners’ meeting revealed several innovative practices that are shaping the future of the project:
Competence validation and follow-up: Partners are working to develop standardized validation processes aligned with the European Qualifications Framework (EQF). This includes e-portfolios and expert evaluations to ensure participants can effectively showcase their competencies.
Digital tools and resources: To address privacy concerns and digital literacy gaps, trainers introduced user-friendly guides and testimonials demonstrating the benefits of engaging with online platforms.
Sustained engagement: The project strengthened its follow-up mechanisms, including periodic assessments, success story collection, and ongoing communication with participants to measure the long-term impact of the training.
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The Awero Accreditation project’s vision extends beyond training and certification. It seeks to establish youth workers and trainers as a recognised and valued profession, supported by robust validation and professional development systems. As it moves forward, the project will continue to advocate for systemic change, build on its achievements, and refine its approaches to address emerging challenges.
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For more insights and updates, visit Awero Erasmus+ Accreditation Project.
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Jaa:

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